In May, our school counseling program is focusing on Career Development. That means that all Nottingham Knights will learn about careers in their classroom lessons with the counselors. Elementary school is the perfect time for kids to start learning about careers because we know that children perform better in school if they understand how education affects their futures.
In elementary school, school counselors focus on career awareness and personal exploration. We help students:
o Understand the connection between school and the world of work
o Discover the broad range of occupations available
o Connect the learning in school to situations in the real world
o Start to picture themselves as workers
o Develop their work-readiness skills, or the “soft skills”, that all jobs require like working in groups, organizational skills, problem solving, and leadership
At Nottingham, our Kindergarteners learn about workers in our school. First grade Knights explore the tools associated with a variety of occupations. Second graders delve into the six career paths. In third grade, students revisit the six career paths and make connections between play, school, and careers. Fourth graders learn about jobs long ago, jobs today, and jobs of the future. Fifth grade Knights explore their personal strengths and career goals.
Parents can help their children learn about a variety of careers and how their educations connect with future jobs. For example, you can talk about how veterinarians use math to calculate the amount of medicine animals need, fire fighters need to be good at working in groups, and video game designers must have good writing skills and the ability to accept constructive feedback. More tips from America’s Career Resource Network are below (http://acrn.ovae.org/parents/careeraware.htm).
How to Talk to Your Child about Careers
Relate your child's interests to adult activities. For example:
Children enrolled in elementary school can usually handle around two to four activities per week depending on the child. You may be able to find a variety of activities to choose from, depending on your child's interests. Below is a list of some extracurricular activities for elementary students.
Too often these days, parents feel they have no choice but to pack their child's schedules with adult-supervised, adult-driven activities such as organized sports.
But, as a report from the American Academy of Pediatrics (AAP) makes clear, such activities should not come at the expense of free and unstructured play, which is critical to healthy child development.
The overriding premise of the report is that "play (or some available free time in the case of older children and adolescents) is essential to the cognitive, physical, social and emotional well-being of children and youth."
Why is free, unstructured play so important? There are lots of reasons, says the AAP:
Adapted from an article by Earl A. Grollman, D.H.L., D.D.
Some people believe that children are just too young to understand the meaning of death, that they shouldn't be burdened with thoughts they cannot possibly grasp, and that they should be spared adult grief.
But children growing up today are well aware of the reality of death. They seem to have built-in lie detectors and know something ominous is occurring in their small world. We cannot protect them from the tragedies of life, but we can exercise considerable influence by modeling healthy attitudes.
There are many variables that affect children's understanding of death, such as who died, where, when, and how, and how the death will affect the child, as well as the child's prior experiences with loss. And of course, there is the developmental age. It is important to remember that children of the same age may differ widely in their comprehension and behavior. It is impossible to fit perceptions into a fixed-age category. For all of us, the meaning of death changes as our life changes.
Ages Five to Nine
Because of their life experiences, youngsters this age are better able to understand the meaning of physical death. Death is final. Living things must die. But they may not think of it as happening to them. At this stage, they may neither deny
Some tend to consider death comes in the form of a person or spirit. Those who watch horror shows may believe death is a bogeyman, a skeleton, or a ghost that makes the rounds late at night and selectively carries away helpless victims.
They want to know about the physical aspects of the death, "How did the person die?" "Was she killed?" "Was there a lot of pain?" "How does she look now?" "What happens to the body?"
What you can do:
Children in this age range cope best when they receive simple, honest, and accurate information. If they desire, let them attend the services for that which is
Ages Ten and Older
Now children can formulate realistic concepts based on observation. Death is not a
Death as the end of life is especially frightening and painful for young people ten years of age and older. Death is now a biological failure of
When a loved one dies, children of this age may have difficulty in concentrating, exhibit a decline in the quality of their schoolwork, become withdrawn and isolated from family and friends, and seem persistently angry and sad. There could be frequent physical complaints with constant fatigue and frequent drowsiness. For older children, unresolved grief may be reflected in drug or alcohol abuse, impulsive behavior, and increased risk-taking. Instead of controlling their moods, their moods control them.
What you can do:
The way in which youngsters work through their grief depends a great deal on how family members and friends reach out to them. The more they are encouraged to share their grief, the more likely they will be better able to cope with the loss in their life. Grieving may help to bring direction to their lives as they become more open to others. "After this, I know I can handle anything," one youth said. "I now know that our family will stick together and who my real friends are. I'm able to remember the person who died without always crying by thinking of some of the great times we had together."
Make sense of death
We all know that it is important to get a good night's sleep at any age!
Just sending them on their way
Families have all had quite a few days together. So don’t just send the kids out the door as vacation ends, as you would if they had been in school yesterday.
“As a goodbye on the first day back to school or work, be sure to smile and tell your child that even though you won’t be together (or you’ll miss each other) today, you’ll still be thinking about him and you know he’ll be thinking about you,” says Beth Griffith, a D.C. -
After a long break from school, one that included lots of stimulation, fun and major changes in routines, children who tend to be anxious may have a tough time transitioning back and separating from their parents.
Think about it: It’s hard even for many of us adults to return to our early wake-ups, deadlines, jobs and schedules.
“When one’s parent isn’t beside her, a child has to find a place in her mind where she can recall a picture of mom or dad,” Griffith says. “Simply verbalizing that can help both parent and child manage the missing and can reassure your child that you’ll be internally there even if not physically present.”
Helping your child to internalize loved ones and to use language to help think about and understand those feelings “are two of the most crucial developmental coping skills you can help your child gain,” she says. “
Adapted from review by Mari-Jane Williams Post Points
The book, written by two dietitians Jill Castle and Maryann Jacobson, offers recipes and tips on meal planning, nutrition and fitting cooking into a busy schedule. Here are some tips, from the book:
*Rotate different fruits, vegetables, grains, dairy products and protein sources frequently in your child's diet. The more variety your child eats...
*Serve meals family-style and allow your child to serve
*Add foods to your teen's diet that lower cholesterol naturally: oats; barley; beans; eggplant; okra; nuts; vegetable oils; strawberries; citrus fruits; apples; grapes; soy; fatty fish; and foods fortified with sterols and stanols, such as margarine, granola, and chocolate.
"Pathways to Wellness" - this year's theme for Mental Health Month - calls attention to strategies and approaches that help all Americans achieve wellness and good mental and overall health. Wellness involves complete general, mental and social well-being, and mental health is an essential component of overall health and well-being.
April is National Child Abuse Prevention Month, a time to raise awareness about child abuse and neglect and encourage individuals and communities to support children and families.
How does domestic violence affect children?
Domestic violence often includes child abuse. Children may be victimized and threatened as a way of punishing and controlling the adult victim of domestic violence. Or they may be injured unintentionally when acts of violence occur in their presence. Often episodes of domestic
The estimated overlap between domestic violence and child physical or sexual abuse ranges from 30 to 50 percent. Some shelters report that the first reason many battered women give for fleeing the home is that the perpetrator was also attacking the children. Victims report multiple concerns about the effects of spousal abuse on children.
In Arlington County if you suspect Child Abuse (Child Protective Services) call 703-228-1500.
Parents More Influential Than Schools in Academic Success
Small Counseling Groups at
The purpose of a counseling group at school is to complement and enhance student learning by helping students improve their perceptions, attitudes, and behaviors. A psycho-educational group provides a safe setting where children increase their: 1) self-awareness, 2) cooperation and communication skills, and 3) ability to have fun with peers. Children learn from each other and help each other. Ultimately, the goal of an elementary support group is to PREVENT problems in the future by teaching children new skills.
The counselors are getting ready to start small groups in early October. To help us prioritize the groups we offer and the order we conduct th
Friendship Groups / Social Skill Development (Grades 1-4) 6-11 sessions
Friendship Groups are a fun way for students in the same grade level to make new friends and practice their social skills in a safe, small group setting. Children are invited to participate in friendship groups for a variety of reasons. A few examples include: a child who is shy or often appears to play alone during free choice time or recess, a child exhibiting behaviors that unknowingly (to the child) “turn off” others, a child who repeatedly complains of not having any friends, a child who has a hard time initiating friendships, a child who lacks self-confidence, and/or who needs a confidence boost, or a child who is very accepting and easily befriends other children (always a very beneficial addition to a group). Role models are welcome!
Emotion Management (Grades 2- 4) 8-11 sessions
These groups are designed to assist children in developing strategies to help them understand their feelings and put them in perspective so they can better relax ,
Impulse Control (Grades 1 & 2) 9-10 sessions
By utilizing the principles of learning such as modeling, role-playing, feedback and transfer students will be taught prosocial behaviors. Children will be encouraged to “think before they act” by providing them with new skills, sufficient practice and reinforcement in their home and school environments.
Families In Separate Homes (Grade 1) or All Kinds of Families (Grade 3) 8-9 sessions
Family Change Groups are for students whose family is something other than the traditional mom, dad, and child(r
Study Skills and Organization Groups (Grades 4 & 5) 6-8 sessions
Being successful in school and building a solid academic foundation is important to future success. Based on the specific needs of the group skill building activities will be taught, practiced, encouraged, structured, and maintained for children to be successful. These skills may consist of listening, focusing, being organized, using time efficiently, knowing how to study, completing homework, knowing how to take tests, and maintaining a good attitude are all essential skills for school success.
Girl Empowerment (Grades 4 & 5) 6-7 sessions
These groups are designed to strengthen self-esteem and self-perception. The groups promote awareness about how certain environments can affect self-esteem and encourages resiliency.
5th Grade Book & Bag Lunch (Separate Groups for Girls and Boys) 6-7 sessions
All 5th grade students are invited to participate in a 5th Grade book discussion group at lunch that will focus on peer relationships and how to navigate the sometimes tricky waters of friendship. Students who sign up will be loaned a book to read and discuss dealing with topics that include peer pressure, cliques, being different, and fitting in.
Lunch Bunch (Kindergarten) 3-5 sessions
All kindergarten students are invited to participate in our informal “Lunch Bunch" program. Students whose parents sign them up are periodically invited to come eat their lunch in the counselor's office with a few of their classmates. Lunch bunches provide a chance for conversation and games. The focus is on developing friendship and social skills. Groups rotate each week to ensure that all students get an opportunity to participate.
Most children can benefit from participation in a small group. Students can be invited to join a group by parent request, teacher suggestion, or by student request. We do our best to work around your child’s schedule and not interrupt their academic learning. If you'd like for your child to participate, contact one of the counselors.